Engaging With Edmodo to Teach English Writing of Narrative Texts to Efl Students

Abstract

This experimental research aimed to explore the effect of teaching English writing of narrative texts by using Edmodo learning media through blended learning on the tenth-grade students in one of the senior high schools in Banda Aceh, Indonesia. It further looks into the students’ responses on the use of this media in learning English writing of narrative text. To study the development of the students’ writing before and after using Edmodo learning media in the classroom, the writing tests were given to the students. The data were gained quantitatively and qualitatively. The quantitative data were collected from the pre-test, treatments for three class meetings and the post-test, while the qualitative data was collected through the open-ended questionnaire which was distributed to the students after the treatments were done. Statistical formulas were used to calculate the mean, standard deviation, and t-test for the students’ pre-test and post-test scores. The hand coding and computer coding were used to analyze the data from the questionnaire. The results from the analysis of quantitative data showed that there was an improvement in students’ writing of narrative texts; their scores improved from the pre-test to the post-test after treatments with Edmodo were done. Furthermore, the analysis of the questionnaire revealed a majority of positive responses from the students. Those who negatively responded towards the use of this online learning media said that it was due to the necessity of the Internet connection and computers, laptops or mobile phones to operate Edmodo. Not all students have the privilege of possessing such devises and the Internet quota can also be costly. Thus, they recommended the school to provide them with free access to the Internet and computers should learning by using this media is to be continued in the future. Keywords: Blended learning, Edmodo, EFL students, English writing, narrative texts.

Development of English Writing Skills through Blended Learning among ESL Learners in Malaysia

“…A number of previous studies have concentrated on the effectiveness, effects, and benefits of blended learning using varying designs, scopes, and participants (e.g. Abdul Rahman et al, 2020;Alrouji, 2020;Annamalai, Tan, & Abdullah, 2016;Anggrawan, 2020;Camalahan & Ruley, 2014;Jin, Su, & Lei, 2020;Lam, Hew, & Chiu, 2017;Lien, 2015;McCall, 2017;Milad, 2017;Permana & Santosa, 2018;Permanda, 2017;Scott, Ulmer-Krol, & Jason, 2020;Spanou & Zafiri, 2019;Yusuf, Yusuf, Erdiana, & Pratama, 2018). These studies proved that blended learning is significantly effective in developing positive learning outcomes among ESL students.…”

“…In essence, previous studies found that students' writing performance had improved significantly after learning through the blended learning approach (Annamalai et al, 2016;Camalahan & Ruley, 2014;Jin et al, 2020;Lam et al, 2017;Lien, 2015;Milad, 2017;Permana & Santosa, 2018;Scott et al, 2020). Blended learning was found to improve ESL learners' writing ability, essay composition, critical arguments, linguistic competencies, grammar, spelling, topic sentence, punctuation marks, capitalization, organization, planning as well as reduce language anxiety and outline ideas (Adas & Bakir, 2013;Challob, Bakar, & Latif, 2016;Lam et al, 2017;Permana & Santosa, 2018;Spanou & Zafiri, 2019;Yusuf et al, 2018).…”

“…Although blended learning was found to be effective in developing students' writing skills, research shows that there are certain challenges associated with this learning approach. These challenges include the high cost of internet, poor technical skills, connectivity, and management issues (Hassan et al, 2021;Lien, 2015;Stine, 2014;Yusuf et al, 2018). According to Hassan et al (2021), challenges of using blended learning tools among ESL learners include "include inadequate knowledge of technology, poor internet connectivity, inability to upload large files, and loss of password" (p. 300).…”

Mobile Learning for Physical Education Students in Vietnam: Promises and Challenges

“…Together with a widespread broadband internet connection, these factors have affected language learners' learning styles and teaching methods in environments where these mobile technologies are used. A lot of work has been dedicated to explaining how mobile technology can help both conventional and creative ways of teaching and learning, demonstrating how mobile learning can be extended across a broad spectrum of learning activities (Borba et al, 2016;Langbeheim & Levy, 2019;Vu & Thu, 2015;Yusuf et al, 2018) and highlighting the emerging issues. In recent years, there have been many pieces of research exploring the effectiveness of mobile-assisted language learning (MALL) in different contexts, for instance, using mobile phones to deliver physical education course materials (Huy et al, 2020;Vu, 2016a), and using VR materials to support students' practice in badminton sessions.…”

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“…Similarly, Suzila et al (2018) employed WhatsApp application as a familiar platform to minimise distractions from mediamorphic elements in blended learning. Yusuf et al (2018) claimed that senior high school students' writing of narrative texts showed improvement with the use of Edmodo, yet the findings were obtained from a simple open-ended questionnaire which may report perceived output rather than actual academic performance. In addition, the research limitation is the validity of the collected comments by students in Edmodo may not abide to pre/post-test conventions.…”